for the learning of mathematics - Volume 17, number 2, The 50th Edition

First impressions:
From the very first time I came in contact with this journal, I have been struck by the fact that the title is written in all lower case letters. I tried to find out why, but I cannot find an answer to this pondering of mine; however, I wonder if it is to make the journal less intimidating and to set it apart from the rest of the mathematics journals around. The colours the founders chose for the covers would somewhat go along with this theme of accessibility and comfort, seeing as they are popular colours from the 1970s and the journal did not begin until 1980. This makes me think that the colours are meant to be inviting for people to come in for a discussion, much like a grandmother's living room. 

Journal specifics:
FLM began in the 1980s, it is a Canadian publication and is therefore found in both French and English, and it is published three times a year, March, July, and November. The front and back covers are very simple and clear. For the 50th edition, there is a clear 50 filled in with a pattern, which seen on other covers as well. On the back cover there is always the table of contents, making it easy for reader's to locate articles that interest them without even opening the journal itself. Most of the articles are quite brief, 2,500 - 5,000 words only, making them inviting to the reader. From my experience in reading articles from FLM, the language used tends to be very friendly, not riddled with the typical jargon found in other journal articles, that require a dictionary at hand in order to read and understand. Some articles have pictures and diagrams, some do not. Most articles tend to have sub-headings, which once again, makes the article easier to read, by breaking up the main ideas and clearly stating what they are. Many of the articles have references, but not a huge list; most of the ideas raised are personal and exploratory. The advisory board has members from all around the world; however, the board of directors remains Canadian. 

The aim: 
"The journal aims to stimulate reflection on mathematics education at all levels, and promote study of its practices and its theories: to generate productive discussion; to encourage enquiry and research; to promote criticism and evaluation of ideas and procedures current in the field. It is intended for the mathematics educator who is aware that the learning and teaching of mathematics are complex enterprises about which much remains to be revealed and understood."

When reading the articles, it becomes clear that the journal wants to encourage critical dialogue in which to stimulate discussion between the stakeholders involved in mathematics education. The journal is welcoming to everyone involved in the field, from teachers to researchers alike, and it allows for thoughtful reflection on past and present teaching practices and current issues affecting this educational practice. 

The 50th edition: 
This edition seems to have the usual current topics of interest within its covers, for example ethnomathematics, word problems etc.; however, in addition it has two special articles about FLM itself. I was especially drawn to the article by Lesley Lee, The "spirit" of FLM. She presents three of her favourite articles and then comments about when the original editor left it was imperative to keep the same "spirit in the journal." She reflects on the "spirit" of the journal by stating: "the three articles I have reviewed here are, I believe, exemplars of that 'spirit' - presenting voices from within, without, and on the fringes, questioning, surprising, shocking, asking us to 'think again,' allowing contributors to be provocative, to test new ideas, and readers around the

world to share in the excitement of mathematics education-and this reader to express hers 'enfin.'" I found this quote extremely powerful and ultimately a clear stating of the purpose of the journal, to invite critical criticism and reflection among those who's daily studies are affected by the issues in mathematics education. Between some of the articles I found quotes or interviews, serving as intermissions. These interludes had a general theme of being true to yourself, your thoughts, and your peers. They all brought up the fact that it is important to add value to your field of interest and that new ideas need to be shared. To me these quotes described the tone of the journal as a whole; that it welcomes personal, new, and innovative ideas, much like Lesley Lee says in her special article.  

I personally find this journal accessible and relevant to me as a teacher, student, and forever learner. It raises issues that are current, gives an open and safe forum for educated discussion and sometimes disagreement, and it invites people of varying experiences into a common assembly.